ABSTRACT
There is no doubt that the 1954 Brown v. Board of Education of Topeka, Kansas, Supreme Court decision was instrumental in initiating monumental change in the ways public schools have operated. The central question addressed by the Supreme Court in the Brown cases (1954, 1955) was whether segregation of children in public schools solely on the basis of race deprives minority children of equal educational opportunities even when all else is equal. The author suggests that the problems faced by African American students are complex and convoluted when contextualized in traditional notions of effective schooling. Such is the case because African American students are filtered into lower educational tracks at such a rapid pace and are often the unfortunate victims of mis-education. The author uses critical race theory to deconstruct the historical as well as contemporary resistance offered to the full implementation of the Brown decision.
